Intervention Specialist, Education ​/ Teaching

Job Objective

Plan educational programs that will be responsive to each and every student and prepare them for future success. Provide academic and non-academic supports to ensure opportunity and access to each and every student.

• Valid Ohio Teacher's License appropriate for the assignment.
• Documentation of a clear criminal record.

• Prepare the assigned classroom and requisition essential supplies and equipment. Promote the proper use and care of school property.
• Teach scheduled classes, document teaching performance objectives, and create effective learning experiences.
• Ensure lesson plans align with the district's adopted courses of study and state standards/guidelines. Submit written lesson plans according to building and/or district procedures.
• Uphold board policies, follow administrative procedures, and comply with the Employee Code of Conduct. Uphold computer technology acceptable use policies.
• Promote a favorable image of the school district.
• Implement effective pupil behavioral management procedures, including positive behavior intervention supports (PBIS). Maintain high standards and uphold the student conduct code. Utilize Public School Works to track discipline and rewards.
• Comply with state model policies and procedures for the education of students identified as having a disability. Work to ensure services are provided in the least restrictive educational environment.
• Facilitate the transition process for students entering or leaving the program.
• Identify problems that may impede learning and help identify families that may need intervention services.
• Collaborate with other staff to implement behavior interventions and exercise caution when physical restraint is required.
• Help prepare and implement Individualized Education Plans (IEP) for classroom students meeting eligibility requirements.
• Develop and maintain a positive learning environment, stimulate student interest, and help parents and students understand academic and behavioral objectives.
• Evaluate the needs of students based on all available information, plan student interventions, vary instructional techniques to address individual learning styles, and differentiate instruction.
• Communicate high expectations and show an active interest in student progress. Counsel students and help them develop critical‑thinking, problem‑solving, and creativity skills.
• Collaborate with other teachers, share knowledge and resources that enhance the educational process, and incorporate effective use of available technology in records management and instructional activities.
• Help students take full advantage of the learning environment and serve as a resource to general education teachers. Collaborate with general education teachers to co‑teach as directed.
• Create and implement student IEPs based on the least restrictive environment and data. Provide accommodations and modifications as prescribed in the IEP.
• Maintain accurate records, including but not limited to student attendance, behavior, and grades, and submit reports on time.
• Respect personal privacy and maintain the confidentiality of privileged information.
• Evaluate students and assign grades. Record student grades as required by building/district guidelines and prepare and submit progress reports and/or grade cards according to building/district protocols.
• Collaborate with parents on an ongoing basis and effectively use support personnel to address student concerns.
• Use data to make informed decisions regarding instruction.
• Report evidence of suspected child abuse as required by law and watch for student behavior that may indicate a problem (e.g., bullying, teasing, distress). Intervene and/or report concerns to an appropriate administrator.
• Make a referral to the intervention assistance team (for academics and/or behavior) when a need is indicated. Meet mandated deadlines for required paperwork and work with team members to reach a consensus on a plan for students requiring assistance. Monitor behavioral changes and interventions.
• Work collaboratively with building/district leadership teams, departmental teams, and grade level teams.
• Help…